Little Rock School District Court Submission

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LITTLE ROCK SCHOOL DISTRICT COURT SUBMISSION April 15, 1994 TABLE OF CONTENTS Executive Summary Review Process For Program Development Business Cases: Category I - Incentive Schools Page No. 1 2 4 Franklin Incentive School Communications Technology Theme 6 Franklin Incentive School Spanish Program Implementation 16 Rockefeller Incentive School Alternative Room Specialist 22 Rockefeller Incentive School Spanish Instruction 25 Rockefeller Incentive School Computer Science Theme 30 Rightsell Incentive School Spanish Instruction 43 Rightsell Incentive School Career Awareness and Mass Media Theme 46 Mitchell Incentive School Foreign Language Program (Spanish Teacher) 60 Garland Incentive School Multimedia Technology and Educational Research 64 Garland Incentive School Multimedia Technology Theme - Phase II 70 Stephens Incentive School Spanish Teacher 80 Business Cases: Category II - DesegregatiQn Plan/ADE 82 English As A Second Language (ESL) Program 84 Language Arts and Mathematics 97 Applied Biology and Chemistry 106 Science Curriculum Revision 113 Foreign Language Program 118 Science Program 126 Business Cases: Category Ill - Related Desegregation/ADE 134 Science, Mathematics, and Reading: Statewide Systemic Initiative 136 Foreign Language K-12 Curriculum Articulation 144 Social Studies Department Secretarial Position 150 Romine lnterdistrict School Theme Specialist 156 Incentive School Immersion Spanish Program - First Grade Pilot Project 160 Executive Assistant for the Associate Superintendent for Desegregation 165 Student Assignment Office Reorganization 174 1990-95 Revenue and Expenditure Projection (Draft 1) 204 Schedule of Major Budget Adjustments 206 Proposed Deficit Reduction Measures 208 Appendix A 209 Appendix B 210 Appendix C 211 Appendix D 212 Appendix E 213 Appendix F 214 I TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LIT1LE ROCK, ARKANSAS April 25, 1994 Board of Directors ' - He~~ndent Proposed April 15, 1994, Court Submission Provided for your review is a copy of our proposed April 15, 1994, Court submission. Included are the business cases for programmatic additions,@eletfo) or modifications that are reflected in the budget and major budget adjustments ind uding projected revenue increases, projected revenue restrictions, and proposed deficit reduction strategies and rationales that identify the steps and timelines the district will follow in the implementation process. ---- 1 I. II. Ill. IV. / REVIEW PROCESS FOR PROGRAM DEVELOPMENT Business Cases Process/Guidelines PROCESS START FINISH DATE DATE Initiate process for progq1m modiflcation/development@etioiD 11-15-93 11-19-93 Review procedures for program modification/development 12-06-93 12-16-93 @_letio~ with budget managers Remind program managers to submit business cases 01-04-94 01-05-94 Develop process for review of business cases 03-01-94 03-01-94 A. Develop Response Ratings Format 03-03-94 03-08-94 1. Mission Statement and Goal Support 2. Desegregation implementation support 3. Quality of need 4. Quality of recommendations 5. Funding category B. Establish schedule for review of business cases. 02-28-94 03-22-94 C. Identify presenters/notify presenters of date of 02-28-94 03-22-94 presentation D. Present Cases 03-09-94 03-24-94 E. Resubmission/Modification of cases, as needed 03-14-94 03-24-94 PARTICIPANTS Superintendent's Council Manager - Support Service /Budget Managers Superintendent Director - Planning, Research and Evaluation Director - Planning, Research and Evaluation Superintendent's Council Superintendent's Council Principals/Program Managers/Specialists Principals/Program Managers/Specialists REVIEW PROCESS FOR PROGRAM DEVELOPMENT Page 2 PROCESS F. Review for content and establish need for program addition/modification/deletion G. Review criteria for funding ,), 1 . Desegregation and State requirements 2. Non-desegregation/ADE but Essential to mission and goals of LRSD H. Establish priority for funding ~ 1. Required: Desegregation and ADE requirements . 2 . Not required: Essential to District V. Forward to Manager of Support Services for inclusion In first draft of proposed budget. VI. Submit council approved business cases to Board of Director for Review. VII. Advise presenters of status of proposed business cases VIII. Special Board meeting to review/approve business cases (program additio~ odificationl IX. Submit Board approved business cards to Court. - START FINISH DATE DATE PARTICIPANTS 03-09-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-17-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-29-94 (4-15-99 z/zB/111- s/zt/t'I Superintendent 04-14-94 04-18-94 .. Superintendent 03-29-94 04-15-94 Superintendent and Board of Directors 04-15-94 Superintendent and Attorneys 1. 2. 3. 4. 5. 6. SCHOOL Franklin Rockefeller Rightsell Mitchell Garland Stephens =---- BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS (Required - Double Funding) ITEM Theme 1.0 Spanish teacher 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget 4 AMOUNT $40,000 25,000 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 ~ - 1/11, ~(J 0 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE. _ ___
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( Submitted by 1 ,. _ _,/ / ,' / ~ " 1 _, Superintendent HPW/lks/ST ARPT.BC 5 BUSINESS CASE FRANKLlN lNCENTIVE SCHOOL COl\.11\.fUNICATIONS TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school was required to develop and implement a school theme. In support of the desegregation plan and a commitment to the teaching and learning process, Franklin Incentive School identified a communications technology theme. In order to accommodate budget restraints, the communications technology theme implementation -should- be implemented in phases. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for teachers and students. This business case includes the first phase of implementation of the plan for Franklin Incentive School. BACKGROUND Franklin Incentive School parents, students, and staff were surveyed in the spring of 1993 to select a theme. Franklin has had a history of computer technology in the LRSD and was approved as a communications technology school. A theme specialist was hired in April and resigned from the position in August. A new specialist was hired to . help plan and implement an effective program that prepares Franklin students for present and future educational successes. A team of volunteers organized to form the Franklin Restructing ~ommittee. The Restructing Committee worked to define and guide th'e communications technology theme. Communications technology is defined as the science of utilizing tools, machines, materials, techniques and processes ~or the purpose of communicating. This includes, but is not limited to, computers, televisions, phone lines, and audio visual production. The purpose of this theme plan is to promote desegregation through the academic and social growth of students. Technology will be used as a tool to expand and refine the LRSD revised curriculum. Staff and students will focus on communication skills - listening, speaking, reading, and writing, as well as test-taking, study skills, and career awareness. Through the infusion of technology I I I I I I I I I I I I ' and the LRSD opportunities effectively. curriculum, to access PROBLEM DEFINITION students will be provided unlimited relevant information and communicate The Franklin Incentive School staff is aware that student needs and full potentials have not been realized. The Franklin population understands that the major goal of the theme plan is to desegregate the incentive schools. It is the goal of the Frankli~ Incentive School staff to play a major part in the desegregation effort by providing effective teaching methods, quality programs, and committed and caring personnel. The communications technology theme plan will aid in that effort. In a world in which technology has affected governmental and industrial operations, financial institutions, occupations, architecture, transportation, family roles, and leisure activities, it becomes further evident that one role of educators should be coaching students for present and future successes. Franklin teachers must equip students with tools that enable them to function and successfully compete in an ever-changing world. The program will begin with extensive staff development and maximum use of existing technology. Franklin will establish a software and video library and be inserviced in computer, television, and video production literacy. Communication skills will be fully integrated . into the concepts and strategies of the revised curriculum. Thematic units of study and planned activities will be developed that connect vocabulary, reading, li t _erature, listening, speaking, writing, editing, handwriting, grammar, mechanics, spelling, study, and vocational skills. Students will practice the skills of reading, writing, listening, and speaking through all subject areas and at each grade level. Tools of communication that will be implemented at each grade level are as follows: Pre-Kindergarten studen~s will use television technology to develop listening. speaking, and socialization skills. using situational role play. Regularly scheduled AETN early education programs such as "Sesame Street", "Barney", "Shining Time", and "Lambchop", help to teach these .skills. Interpersonal skills will be mastered based on the Arkansas Educational Television Network. Programs will be used to enhance the LRSD Early Childhood Education curriculum. An introduction to Spanish is taught through the use of picture-word association and family scenarios. Kindergarten and First grade students will continue to receive computer instruction in the Writing To Read Lab, as well as in the Jostens Computer Lab. Students will work to develop listening and speaking skills, letter-sound association, journal writing, math and reading skills. Television technology will be utilized for instruction using videos to support skills, classroom activities, 7 individual interests. The teacher maintains the role of decision maker, instructor, and monitor. Technology serves as a major tool and additional option for method of instruction. Students will view selected programs from the Arkansas Educational Television Network Instructional Television Program, Cable News Network, and other videos that enhance LRSD curriculum. Viewing will be used to introduce, reinforce, review or extend appropriate skills/lessons. Franklin will purchase blank video tapes and pay AETN $5.00 per tape to record the ITV program. Approximately 3 lessons can be recorded on each tape. Videos will be loaded from the Communications Technology Lab. Students will experience the alphabet, word picture associations, speech, handwriting, Spanish, French, communication skills, Language Arts, Social Studies, Science, and Math. -,- - -- -- The television monitor will also be used as a communication tool between the principal's office and the classroom. Students will announce morning and afternoon school news using a newscast format. Instructions and visitor introductions can be made via television monitor. Staff development will be needed. Second and Third Grade students will continue using the Jostens Lab as the resource room for computer education. Users will be tutored in reading and math skills. Additional time will be given in the lab to provide for practice in writing and editing. Student activities . are not separate, but they are an integral part of the LRSD curriculum. Television monitors will be used to introduce, reinforce, review and extend subject area skills in math computation and problem solving, Social Studies, Science, creative writing, spelling, literature, foreign language, grammar, and music. AETN ITV Curriculum will support LRSD curriculum through the use of pre-taped videos especially designed for classroom instruction. A description of the ITV database is provided. Other programs on AETN, CNN and other . stations will also be used to support student achievement. Student development wil1 -be needed. Fourth Grade students will receive instruction in the communication technology lab that will increase study skills, writing, keyboarding, and communicating with others by electronic mail. Instruction in the lab will be a direct outgrowth of the classroom. The classroom teacher and the theme specialist will collaborate to ensure that connections are made between the classroom and the lab. A liquid crystal display (LCD) panel will be used to project the computer screen so that all students can see what is being taught. Students will use the computer, the telephone line, and a modem to write and receive messages from other classrooms and schools across the nation and world through the use of electronic mail. In the communications technology lab each student will begin to develop a 8 computerized writing portfolio using a personalized diskette. Teachers and other specialists will emphasize communications skills through the use of Compton's Multimedia Encyclopedia Program in the Franklin Media Center and Jostens Computer Lab. Students will be able to check out laptop computers to be used at home. ITV resource database will support writing, communication, study and research skills in the classroom. Instructional Television programs support all areas of the LRSD revised curriculum. students will be exposed to many other topics through research and extension. The emphasis for Fifth Grade students will be on publications. students will use the communications technology lab to create newsletters, journals, literary works, and pamphlets to be distributed and shared throughout the school and community. A computerized writing portfolio will be continued at this level. Sixth Grade students will be immersed in video production in the communications lab. The process of producing a video strengthens the skills of writing, reading, listening, and speaking and provides activities at the synthesis and evaluation levels of learning. students learn to locate, use, and actually produce information. Instructional television will be used at all levels to support the revised curriculum. Videotapes from AETN will be carefully selected by teachers working with the theme specialist to ensure correlation with classroom units. Specialists and teachers will teach communication skills. Debate, public speaking, listening, creative expression, and communication etiquette will e modeled by staff members and practiced by students. Instruction in Spanish and Career Awareness will be included in the communications technology program. Staff development will be needed. A?lALYS'IS OF ALTERNATIVES Franklin School considered several alternatives in order to implement the theme plan. Options are: 1. implement the entire project at all levels 2. implement phase 1 of the project 3. buy no additional equipment, but provide staff development with teachers using resources that are already available. It was crucial that the most effective and efficient method be sought to meet the needs of the Franklin population. Even though Franklin has a large computer lab, the technelogy supports a networked system which can not be used to support telecommunications, extensive LOGO writer software, and other multimedia programs. The Media Center has a very limited number of 9 I I computers and television monitors, and is incapable of offering communications technology to the entire school population. The success of the Writing To Read program is dependent upon sufficient training of teachers. To best meet the needs of Franklin Incentive School students, the decision was made to implement phase 1 of the project. Phase 1 provides for the creation of a communications technology lab. RECOMMENDATION It is recommended that the district implement phase 1 of the Fra
,P-_k~n Incentive School Communications Technology Plan during the 1993-'4 school year. The rationale for this recommendations is that this phase of the theme provides: * A communications technology lab that houses 4 independent computer work stations with hard drives capable of networking, word processing and publication. A printer, telephone line, modem, and LCD panel, and software encourages students to develop listening, speaking, reading, and writing skills. * A video production lab that is a part of the communications technology lab. Students will use cameras, software, and a television monitor to begin the creation of their own videos and movies. They will use skills used to produce, develop, and edit their own film. This phase includes hardware and software, in addition to video equipment needed. * Staff development to support the Writing To Read Lab for Kindergarten and First Grade classrooms, a writing portfolio assessment for grades 4-6, and thematic units. To fully implement the communications technology theme plan within LRSD budget constraints, a two phase process is recommended. Jj
.. ~recommended that the district implement phase 2 during the 19~=g~ school year. The rationale for this recommendation is that this phase provides: * A video distribution center that includes 35 television monitors in the classroom and specialist' areas, 3 video cassette recorders, multiplexor, cable, distribution amp, brackets, and a video library. * Staff development to support television technology, appropriate use of software, personnel hired after training. 10 OBJECTIVE The objective of this recommendation is to better support the LRSD' s desegregation plan by implementing Phase 1 of Franklin Incentive School's communication technology theme. This technology will assist students in accessing relevant information, connecting subject areas, fostering creativity, and developing listening, speaking, reading, and writing skills to become effective communicators. Evaluation Criteria Progress will be monitored by the following criteria: * Increase use of thematic teaching concepts. * Increased use of ABACUS and other technology to manage student progress and improve instruction. * Increased recruitment of white students with the assistance of LRSD Recruitment Office. * Increased overall standardized test score in Language Arts. * Increased student interest in learning through the use of technology. * Parental attitude and interest toward the use of technology will be surveyed. IMPACT ANALYSIS Communications technology is a powerful tool that is designed to enhance teaching and learning. The LRSD revised curriculum focuses curriculum, but teachers and students will give it meaning. Technology helps to m1n1m1ze recordkeeping and consistently sequence learning. It serves as a tutor and as tool for selfassessment. The most powerful characteristic is that technology is a medium for communication between students. It ensures interest, creativity, sharing, and achievement. The development of communication skills is essential. This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and district to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 11 Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing phase 1 of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the distract decide not to support this system, an alternative plan will need to be developed ~or the communications technology component of Franklin's theme. Timing In order for the Franklin Communications Technology theme component to be in place by the beginning of the 1994-95 school year, the purchasing process should begin as soon as possible. It is necessary to bid, receive, and install before the next school year begins. RESOURCE ANALYSIS Provided . is a listing of hardware. and software that must be purchased__to implement phase 1 of the communications technology theme plan into Franklin School. Included is the projected budget for staff and student development and the need for additional personnel. PROJECTED BUDGET Communications Technology Lab 4 computers workstations desk/chairs printers Telecommunications system 3 9600 capacity modems 1 Phone Line 1 LCD Panel Video Productions 1 Camcorder Panasonic Camera/Recorder AG-185U Tripod 2 VCR Recorder/Player @420.00 each Sharp Professional Cassette Recorder TV Monitor Panasonic Video Monitor CT2083T Tape Recorder Califone Recorder 527DAV 12 $10,000.00 600.00 1,000.00 4,000.00 1,500.00 100.00 840.00 500.00 150.00 I Microphone Omni 839 APPLE IIe Computer VCR Companion Video Overlay Card for APPLE IIe Still Video Camera Furniture for Lab Staff Development TOTAL 13 150.00 900.00 100.00 400.00 1,800.00 3,000.00 15,000.00 $40,040.00 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to state-of-the art communications technology. Primary detractors will be limited to those who feel that the expense of the communications technology theme may not be justified. Information should be provided to them that will allow them to see the advantages of commnication through various technologies and to see progress Franklin students make after implementation. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 4/94 4/94 5/94 5/94 6/94 6/94 6/94 Activity Person(s) Responsible Plan presented to Board Superintendent of Directors for Approval Bid for Hardware/Software Purchasing Opened Hardware/Software Ordered Purchasing Hardware/Software Installed Additional material/supplies ordered Staff Development begins on-going monitoring/assistance provided Evaluation c~ current theme implementation 14 Vendor Theme Specialist Theme Specialist Vendor The~e Specialist Principal Theme Specialist curriculum Supervisors Princioal Theme Specialist Teachers Cur!"iculum Supervisors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE_ __S. .
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$_25-=,'--00_0--=-(a _v_er_a.,._ge_s_a_la _r-=-y'-) ______ RECOMMENDED LEVEL OF FUNDING $25,000 (average salary) f- -i-() 7/rJ .1 p f - ~,,~.,,...,-. Submitted by ______,.. ..-_v/ \l_ .___, _ _ Superintendent Hf'WAks/STAR!'T.BC 15 BUSINESS CASE FRANKLIN INCENTIVE SCHOOL SPANISH PROGRAM IMPLEMENTATION EXECtJ'l'IVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school, was required by the desegregation plan, to implement a spanish program. A plan of action is required to implement the spanish program in a way that totally supports the desegregation plan and provides quality training and learning for students and teachers. - BACKGROUND Franklin School began as an Incentive School prior to the beginning of the 1991-92 school year. Franklin Incentive School is currently serving 325 students in grades PK-6. The majority of the student population at Franklin Incentive School has not had the opportunity - to be exposed to any language other than standard English. Due to Franklin becoming an Incentive School in August 1991, a Spanish program was implemented to service interested students in grades 4-6 through the Extended Day program. The teacher was inserviced through the district and provided with Spanish teaching tapes. Franklin Incentive School was unable to provide Spanish instruction to all students due to the lack of a certified Spanish teacher. Many interested students were denied Spanish instruction due to the lack of specialized teacher training. In January of 1994, the LRSD provided Franklin Incentive School with a certified Spanish teacher to service only 1st grade students. Al though Franklin is considered the home base for this teacher, the teacher services all 1st grade students attending an Incentive school in the Little Rock School District. PROBLEM DEFINITION Although students in grades 4-6 Extended Day program are offered Spanish instruction, only a limited number of students are accepted due to a mandated student:teacher ratio. We currently have only one trained, but un-certified in Spanish, teacher working in the Extended Day program. 16 PROBLEM DEFINITION - continued Due to the LRSD providing only one certified Spanish teacher to travel between 6 school, our Franklin Incentive School students are receiving inadequate services. Many students are unable to receive Spanish instruction due to the lack of a certified Spanish instructor. ANALYSIS OF ALTERNATIVES A survey was provided for certified personnel and parents of Franklin Incentive School students to determine the interest and need of the Spanish program mandated by the LRSD's desegregation plan. Of the 28 certified teachers responding to the survey, 15 {54%) indicated that they felt Franklin Incentive School would benefit from the services of a Spanish teacher. 13 {46%) certified teachers indicated they did not believe a Spanish teacher would be -benefic:tal to the total school program. The majority of certified teachers favoring the Spanish program - indicated a 1/2 time Spanish teacher would be adequate to meet the - - -~ ~- needs of Franklin--i:ncentive School students in grades 1-6. Of the 70 .~arents responding to the survey 50 (71%) indicated that they felt -their Franklin Incentive School students would benefit from_ the services of a Spanish teacher. - The majority of parents also favored a 1/2 time Spanish teacher to service their students needs. RECOMMENDATION It is recommended that the LRSD implement the hiring of a 1/2 time certified Spanish teacher to service Franklin Incentive School students in 'grades 1-6. Due to the results of the survey provided to certified teachers and parents it has been determined that: *A 1/2 time certified Spanish teacher would be adequate to service all students in grades 1-6 with minimal additional pull-outs. *Every student in grades 1-6 will be introduced to the Spanish language and culture. 17 RECOMMENDATION - continued *The district will be in compliance with the court ordered Desegregation Plan with the hiring of the Spanish teacher. OBJECTIVE _The obj ec.ti ve of this recommendation is to better support the LRSD's desegregation plan by implementing the Spanish program at Franklin Incentive School. The district as well as the school needs this program in preparing our students for the future. The Spanish program used appropriately will capture the minds of our students and provide exciting presentations to motivate and encourage students to learn and master the Spanish language. Evaluation Criteria -----==- - '~ *Increased -student awareness of other cultures - *Increased number of students exposed to a foreign ~---=-- ~ language._ =_ --~- - =- ~_:-.=--=:. ~ -- - - *A-quality foreign language program will have a positive __ --~ _impact on the recruitment of white students to -- _Franklin Incentive School. ..::. L-= =....:.a -=-In_c
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_ - student interest. *Quality thematic units using cross cultural objectives. IMPACT ANALYSIS will open new doors for students at Franklin The potential for improving the goals of be enhanced by the implementation of a quality The Spanish program Incentive school. desegregation will Spanish program. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing the Spanish program. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to establish the Spanish program. 18 IMPACT ANALYSIS - continued Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this program. Risk Should the district decide not to support this program, the results can be very damaging as the district will be out of compliance with the court ordered plan. In addition to this, current and future students of Franklin Incentive School will be deprived of an opportunity to develop a foreign language due to the absence of a Spanish program. Timing The hiring of a 1/2 time Spanish teacher should be made prior to the beginning of the 1994-95 school year. Plans must be complete in order to have a successful program in place. RESOURCE 1.NALYSIS Personnel Analysis-- The hiring of a 1/2 time Spanish teacher at Franklin In~entive School will have a positive impact on 200-250 projected stuaents in grades 1-6. The hiring of a 1/2 time Spanish teacher will not require the hiring of additional support staff. The LRSD Human Resources department along with the LRSD Foreign Language department will be instrumental in the recruitment of potential applicants to be interviewed by the Franklin Incentive School staffing committee. 19 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful foreign language programs implemented in the incentive schools and those who feel that it is important for students to have access to the benefits of foreign culture. Primary detractors will be very limited to those who feel that the expense of the foreign language program may not be justified, and -t-h i=c:: who fc:u:l hn nnni i nnl i:: mic:,n 1111 - 11 i= n,, ne> n r o,:: from the basis educational program. GENERAL IMPLEMENTATION PLAN Date 3/94 4/94 7/94 8/94 8/94 ongoing Activity Plan presented for approval Advertisement and Recruitment if Spanish teacher begins Final selection of Qualified Applicant Implementation of 1/2 time Spanish program Evaluation of Spanish Program 20 Person(s) Responsible Principal/ superintendent Human Resources Franklin Staff Committee Principal Spanish Teacher Franklin Staff Principal Vice-Principal Franklin Staff Monitors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITrLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE. ___ _
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/ ,1 1 <Z- ,J I' L-- ~ .,,.,,_ u m1tte y----~~=----1:--../\..,,'----- Superintendent HPW/lb/ST AIU'r.BC 21 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 ROCKEFELLER INCENTIVE SCHOOL, I. BUSINESS CASE FOR ALTERNATIVE ROOM SPECIALIST A. BACKGROUND During the 1991-92 school year, Rockefeller established an alternative classroom setting where students with behavior problems would go for short term stays with continued instruction rather than be sent home. Teachers provided plans for the students, work was collected and grades were recorded during this period of time. An instructional aide manned this program. During the 1992-93 school year, the program was discontinued because we couldn t spare the instructional aide and did not have anyone fully qualified to devote full time to this duty. Also, space for an alternative classroom was not available. I made a request for upstairs space to be finished out for classroom space but Doug Eaton
Director of Plant Services, did not recommend the change. That space is heated and cooled, equipped with intercom, and proper lighting but because an electrical panel was in that area, Mr. Eaton, did not think it was advisable. During the 1993-94 school year, an alternative specialist was not available. B. PROBLEM DEFINITION The learning process for all students and instructional process for teachers is interrupted by those students who choose to behave inappropriately. The behavior is disruptive and detrimental to the educational programs. A plan needs to be in place that will assure that nothing interferes with the teaching or the students learning. C. ALTERNATIVES 1) Make no changes in the school program and continue to handle discipline problems as presently done. 2) There are children who need additional assistance working through inappropriate behavior. The behavior exhibited in the classroom, hallways, lunch room, playground, or special activities prohibit the teacher from 22 teaching and/or the students from learning. This assistance could be provided by an alternative specialist. 3) Hire instructional aides instead of the specialist to assist with improving behavior and to work toward eliminating behavior sanctions. 4) Children who violate the Little Rock School District's guidelines for responsible behavior and who, by following the rules and consequences outlined in the handbook, would continue to be sent home or suspended. Children do not gain educationally when sent home as punishment for bad behavior. 5) Habitual offenders can be routed through the office of the LRSD hearing officer. 6) Allow a non-certified instructional aide to be in charge of a time out/alternative classroom and let it serve as a "holding place" for students to be until they decide that their behavior can be improved. 7) Hi re an alternative specialist who could serve in that capacity assisting students and teachers in establishing good/acceptable behavior. D. RECOMMENDATIONS Rather than hire a full or part time alternative specialist, the staffing committee recommends hiring additional instructional aides (2 for primary and 2 for intermediate) so cla~ses will have additional aides with at least 60 hours of college credit. These persons will assist the regular classroom teachers with instruction and working with behavior problems. They will be available to work with the students in a time out setting when necessary. They would be required to go through behavioral management training such as positive discipline strategies, behavioral modification techniques. Social counseling/training would be desirable. They should demonstrate firm and fair disciplinary skills. Staffing Committee: Delois Sykes - Joshua Intervenors Paula Grier - LRSD Representative Susan Hoover - Parent Charlotte Lee - Parent Marilou McMahan - 1st grade teacher Pat Holder - 2nd grade teacher Skip Gardner - 3rd grade teacher Francile Moore - 4th grade teacher Melvia Mathis - 5th grade teacher Judy Meier - 6th grade teacher Sharon Brooks - Assistant Principal Anne Mangan - Principal 23 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTI..E ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentiv.e School - Anne Mangan BUSINESS CASE_ __Sp ._a_n ,s__h Te_a_ch_e_r -_1_._0 F_T. _.E _._ ___________ PROGRAM STATUS: (3 Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: w Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: w Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $25,000 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $25,000 (ave. teacher's salary) b J--,.p fl) LJ) / A , ~ /~J Submitted y F \..,/ ,, '- ., ------=-su-p-en-:-.d-r-te-n-:-d-en_t ___ _ HPW /11:sJST ARPr.BC 24 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 7~
?.06 ROCKEFELLER INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been offered at Rockefeller in a variety of ways. It has been taught by the auxiliary teacher during the regular school day .to all grade levels and also during extended day. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. The current situation is that parents and students were given a survey with extended day offerings (Spanish being one of the offerings) and they choose what they want and/or what their child wishes to participate in during extended day. Those students signing up for Spanish are assigned to take the class during extended day. A classroom teacher conducts these lessons. This is dealt with much in the same way as junior high or high school students making a selection from the course offerings - an elective. . In addition, the Little Rock School District has hired one Spanish teacher with high school certification who rotates days with the six incentive schools. He comes to Rockefeller and teaches Spanish to first grade students on Mondays and Wednesdays. Fridays are left open for make-up sessions or to work in other grade levels. A consultant, Dr. Armstrong, from UALR, assists the teacher with lesson plans. The teacher demonstrates adequate knowledge but his experience has been on the high school level. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish instructional program. If all grade levels must receive instruction, a full time specialist would be required to be able to fit it in an already very tight schedule. We must follow the guidelines mandated by state requirements on the amount of time that must be spent on math, language arts (reading, writing, spelling), science, and social studies. In addition there are pull outs for art, music, and P.E. as well as computer instruction. Chapter I reading and math, gifted, resource, speech, family life, wellness
rites of passage, and numerous things also have to fit into the schedule. At the present time, the Spanish teacher is in the building for 1st grade instruction only and instructs two days a week for thirty minutes for each class. This is for three classes this year but we have projected sixteen 1st - 6th grade classes for next year. To schedule that many classes there will be a difficult time scheduling without cutting into the large language arts blocks that are desirable. C. ANALYSIS OF ALTERNATIVES 1) The staffing committee met to assess whether we need a full time or half time Spanish teacher. Representatives from Joshua Intervenors (Delois Sykes)~ District Staff Development Representative (Paula Grier), Parents (Susan Hoover and Charlotte Lee). One representative classroom teacher from each grade level (McMahan, Holder, Gardner. Moore, Mathis. Meier), administrators (Brooks and Mangan) made up the committee. 2) Identification of Alternatives: 1. Do nothing - leave Spanish instruction to extended day and student/parent choice for participation. 2. Require Spanish. offer during extended day. and rotate all students through the program for shorter periods of time. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Offer Spanish to only one or two grade levels during the regular school day. 5. Hire full time Spanish instructor. Better able to work in with already full scnedule since more classes have been added since our first assessment. 6. Hire half time Spanish instructor. Very difficult to schedule when teacher is shared with another school and we are limited in having to squeeze it in on only selected hours and days. 7. Full time Spanish teacher teaching by grade levels reaching each group for 9 week periods of time. 26 D. RECOMMENDATION Action Recommended by the Staffing Committee: 1) The committee would first recommend that the district re-think the requirement to include Spanish in the curriculum. The district should ask the court to eliminate this requirement. The rationale is that the elementary students must build a strong foundation in reading, writing, and math in the primary grades with a continuous strengthening in those areas as well as science and social studies in the intermediate levels. The infusion of the Spanish component can be on each grade level. Interrogate learning experiences, where we use themes, can bring together the components of the core curriculum. The state is placing heavy emphasis on writing and comprehensive skills. The new testing program will reflect that as a focused area for measuring student success. Standardized test results reveal that students across the board have demonstrated a weakness in reading. 5th and 6th grade students already receive Latin instruction. Spanish is not an area in which children are tested. Teachers see results of more progress when they can spend the bulk of their time on the basics with the goal of raising self esteem, increasing academic improvement and reducing academic disparity. Adding another thing to the regular school day would cause the curriculum to be spread too thin. When surveys are returned very few parents and students select Spanish as their choice to participate in during extended day. We have to assign the students to that activity and, even then, we have had parents who_ have requested that it not be one of the activities assigned to their child. At the elementary level, most parents would prefer strengthening reading skills, love for reading library books, and comprehension of the written word. We fully respect the intent of the original recommendation for including Spanish in the incentive school curriculum. We fully support doing everything possible to prepare young children for the future and to pave the road toward present and future successes - especially being ready for a foreign language in junior high. However, we feel that data indicates that there is a far greater need for high levels of concentration on the basic skills. Offering a foreign language has not proven to be an effective desegregation tool. The Spanish curriculum has not yet been developed and to provide a foreign language for the sake of having one would only have a watered down version and not be the effective program that I know the district would insist upon having before it would be satisfied. 27 If this recommendation is not accepted by the district or the court, we recommend: 2) Hire one full time certified Spanish teacher with training and/or experience working with elementary students in order to offer Spanish to all grade levels (1st-6th). This recommendation meets the requirements as stated in the court approved desegregation plan. Budget must include money designated for curriculum development, training, materials, supplies, equipment, stipends for hired Spanish teachers to plan with one another and the Di rector of Language Arts/Foreign Language and last, ~stablishing a foreign language lab. If a certified Spanish teacher with elementary teacher training is not found and if a quality Spanish curriculum cannot be fully developed, it should not be offered as a part of the curriculum or offered only to the grade levels for which appropriate curri6ulum has been developed. 28 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITfLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE __T e_ch_n_ol_ o=gy_T_h_em_e_I_m.:_pl_e_me_n_ta_t_oi _n __________ PROGRAM STATUS: GJ Addition D Dele.tion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes D No REQUIRED OR SUPPORTS STAIB REQUIREMENTS: [il Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESIBD LEVEL OF FUNDING __ =$1=9.::...1,i.::.18=5=--------------- RECOMMENDED LEVEL OF FUNDING __,
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- -,---~-~:------- Superintendent H'f'W,11.:st.ITARPT.BC 29 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East , 7th Phone 324-2385 Little Rock, Arkansas 72206 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which includes the development and implementation of themes for all incentive schools. The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme as a tool for achieving the goals. A. BACKGROUND Computer Science was selected as the theme for Rockefeller during the 1986-87 school year. Rockefeller was one of four schools to pilot a full computer lab with 25 computers. In addition, one Commodore computer was installed in each classroom. A computer specialist was hired to oversee the total computer program. The first year this was a part time position and the next year it changed to full time. In 1990, the district made a decision to remove themes from the incentive school programs. During the 1992-93 school year, a theme committee was established to re-determine what the theme for Rockefeller would be. A survey went out to all parents, from early childhood to sixth grade. The staff was also surveyed to determine interest, expertise, and feasibility of all alternatives. The results of the surYeys overwhelmingly supported returning to the computer theme. The Writing to Read Lab was added inventory and was used vd th Kindergarten classes. Compton's Multimedia Encyclopedia media center. 30 to the school and first grade was added in the After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined. i-fl detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore computers that had originally been provided in the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would be replaced once they could no longer function properly. At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. During this week, staff previewed school software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning o'n all subject areas. Guidelines were developed to present to the total staff with objectives that would be a part of the school improvement plan for the coming year. The plan for phases of the theme development was established. At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers, nine printers, and seven computer stations for the classrooms had been purchased from the school budget and installation was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school theme specialist. * The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum. * The specialist catalogs software and maintains a library of available materials. * Repair and trouble shooting is included within duties of the specialist. Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Reports are generated on the computer for Student Education Plans, Student Performance Profiles, and Home Communication Forms. 31 2 * Students are taught programming, keyboarding , graphic programs such as computer terminology. Instruction is word processing, Print Shop, and presentations are age appropriate. adapted so that * Computer Club is offered during the extended day. * A grade book program for teachers was developed. * Teachers offer an extension of the lessons taught and include projects, writing, development of bulletin boards, and use of software that supports the curriculum. * Specialists use computers to help them with reports and communication. , * Teachers use the computers to develop tests,~ home communication, recording grades for up-to-date grade averages.. ': * Instructional Assistants have received co~puter training and assist the teacher in monitoring students using the computer. B. PROBLEM DEFINITION In order to fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme, a comprehensive plan must be in place. The major goal is to use technology to enhance the revised curriculum, establish a new and exciting method of learning the basics, as well as providing opportunities for enrichment in all subject areas. Children must be challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. At the present time, students on all grade levels are scheduled to attend the computer lab twice weekly with an additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- 45 minutes per week of reading instruction and the same in math in the computer lab. Test results clearly reveal weaknesses in reading which impact not only reading scores but damage or lower test scores on other subject areas that require reading mastery skills. To achieve maximum mastery results, it is believed that a concentrated effort must be placed on this weakness. Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. 32 3 r propoTsoi ngf:u lly implement the Computer Theme, the school is Phase I: (1) At the beginning of the 1994-95 school year, the distributive method of providing computer instruction will include expanding the present reading and math program for 1st-3rd grades in the classroom setting. This wil_l allow 30 minutes per day on the computer (150 minutes per week) in reading and extended time on math. There will be six computers in each of the nine classrooms. Each room will have a printer. Every primary student will experience technology every day as an integral part of instructii
,p. An extension of the current software will be added with an integrated language arts program. (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. Two student stations and a printer will be provided for each of the four early childhood classes. (4) Fourth, fifth and sixth grade students will continue computer instruction in the computer lab with continuous software related to the curriculum used on classroom computers. ( 5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, more reports will be generated. Whole class instruction such as keyboarding, word proc-essing and programming, by the teachers and the theme specialist will be conducted more frequently in the lab setting. This has not always been possible since the lab time was so tightly scheduled. Also, the classroom teacher could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small groups. ( 7) Staff Development for teachers and instructional aides will be provided. 33 4 f Phase II: ( 1) The Josten computer lab will be up-graded. The current hardware is old and slow. No more upgrades may be supported by the current system. ( 2) -1'he distributive method for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. (3) Intermediate grades will continue in the computer lab for instruction. (4) The computer lab will also be used for ' large, group sessions for students and staff. (5) Two computers will upgrade/replace Compton's Multimedia Encyclopedia in the media center. . (6) Three additional teacher stations - hardware and f software systems would be purchased increasing the number to cover one system per grade level. (7) Six printers will be purchased. Phase III: ( 1 ). Early Childhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) The library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to a wide range of instructional possibilities that would support the computer theme and satisfy the essential component to increase achievement. Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. The alternatives are: (1) We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system on reading is limited to 30 minutes per week. Children have to continue computer classes as a pull-out learning activity. 34s Making no change is not in the best interest of the children dn that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. The expenses can be spread out over several years but still allow us to begin implementation immediately - by th~ beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring '' positive results. _ f Proof that we are making an honest effort to improve upon the theme and that the incentive school program is successful in making a difference. Con- Very expensive. (3) Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive. Time spent on math would be increased. The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. Con - Limited -up-grading of the overall computer science theme does not result in total infusion of the selected theme. (4) Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills since it will free up the computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be expected to last indefinitely. Less expensive than fu11 implementation. Con- Expense 35 " (5) (6) Up-grade the computer lab only Pro- Replacement of equipment that is getting old and is slow. Allow us to run third party software. Use of lab for staff development. Con- Limited new technology introduced Students still have limited time on reading and math. It does not allow us time to schedule in adequate computer instruction for whole groups or third party software. Provide distributive method to all grade levels Pro - Discontinue pull-out for computer lab. Con- Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading _ the lab with 25 stations. D. RECOMMENDATION Rockefeller Incentive School requests that the Little Rock School District make provisions to up-grade the adopted theme. A solid foundation has been established. A full computer lab, Writing to Read Lab, computer lab stations with two computers and a printer in every classroom, beginning library of software, and the emergence of computer literate students and staff are already in the first stages of development. Computers at Rockefeller are already regarded as a friend and valuable tool. The recommendation of this business case includes: (1) We will implement the theme in three phases with the purchasing process to begin immediately. The overall proposal will provide capabilities to move computer instruction on the primary level from the lab to the classroom. As a result of this change, the larger computer lab will be made available for whole group sessions for the intermediate level classes using the Josten Basic Learning System as well as teacher training/staff development and for use with other software. The software will support the adopted Little Rock School District revised curriculum addressing primarily reading and math but not limited to those subject areas. (2) We will provide age appropriate software for three and four year old students. (3) We will expand and up-grade the existing reading/math software in the primary classrooms to include integrated language arts component. The benefits will include helping children build a strong foundation in the critical language skills that they will use for the rest of their lives: The experiences with interconnected language 3fi 7 r activities and emerging literacy will make learning fun and natural. (4) We will provide a new teacher presentation system that will allow teachers to use technology to help children meet learning challenges. (5) Security of the facility should be increased for maximum safety of the valuable equipment. At .the present time, continuing the distributive method to intermediate grades is not recommended for a number of reasons: . (1) A structured rotational use of centers in the classroom is not as frequently used on intermediate levels. (2) The desegregation plan requires departmentalizat-i.pn and strict rotation to computers every day would be r difficult to schedule. Each teacher teaches their own homeroom class reading in a 45 minute block and then the rotation by subject matter begins. This takes all day to complete. (3) Use of the distributive method would require a longer block of reading time than is recommended for intermediate students. If used, it would cut in to the required hours required by the state for each subject area. (4)Just as important, as a computer school, it is essential to maintain an up-to-date computer lab setting. This is necessary to achieve computer proficiency for students and staff. One of the major components of the school theme is to develop an interest, an understanding and a love for using technology. Instruction is far more effective if the students - no matter which sub group - can have hands-on capabilities in a lab. It is more meaningful and understandable when one can personally experience using the computer rather than just listening and watching a demonstration. E. OBJECTIVE I The objective of this recommendation is to support the Little Rock School Districts commitment to the desegregation plan by developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * Monitoring of student progress through technology using both the district's curriculum management system and the Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of student progress will be used to evaluate mastery and develop plans as needed. - 37 8 * Student achievement and mastery of reading skills will increase. as measured by the Stanford 8 test results. The year 1993-94 will serve as the baseline data. * There will be increased knowledge of co~puter technology for students and staff. . . ~ Teachers will increase use of technology which will increase teacher proficiency in instructional and administrative tasks. * Achievement results will attract parents and ~esult in positive recruitment efforts. ~
. * The fact that Rockefeller is teaching and_ using technology regularly for instructional purposes will be impressive and assist in recruitment. F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop a theme and keeping it up-graded with current trends that will support the curriculum. Political Factors The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology at an early age, they will not be as prepared for the future that lies ahead for them in the work field or their chosen career/profession. Timing In order for the Computer Theme ~omponent to move to a higher level and make the necessary improvements by the i.\,- 38 0 1994-95 school year, approval must be given by the Superintendent and cabinet and presented to the board~ After approval, the purchasing process must begin as quickly as possible so as to complete any bidding necessary, order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and. although it has been no problem to us up to this date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the l~b -~s made. 39 REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER. SCIENCE THEME MARCH 21, 1994 PHASE I - 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server ....................... $20,816.00 Extra Enet Cards......................... 130.00 Lannet Repeaters. . . . . . . . . . . . . . . . . . . . . . . . 1 , 715. 00 Over 40/80/120 hardware ............... 1,617.00 10 Printers.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,500.00 54 Student Stations for grades 1-3 .... 76,410.00 Sub-total for hardware ................. $108,188.00 Software .................... : .......... $70,997.00 Integrated Language Arts Software Staff Development Required Plant Services ........... Electrical Wiring Cables Personnel .............................. $12,000.00 Reinstate Full Time Computer .Attendant - one person o"nlY ESTIMATE PRE TAX GRAND TOTAL-PHASE I .... $191,185.00 PHASE II - 1995-96 SCHOOL YEAR: Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II $84,596.00 tlD PROPOSAL FOR PHASE III - 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten .. 3 Printers ......................... . 8 Student Stations-Early Childhood .. . Software Add-on Integrated Language Arts $13,500.00 2,250.00 12,000.00. Software-kindergarten ............ $10,800.00 Software for Early Childhood ......... 13,000.00 Staff Development.................... 5,000.00 3 Teacher Stations ................... 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III .... $74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR Automated Library PC for Inventory and Emulation Card .... $2500.00 4 Terminals@ 800.00 .................. 3200.00 2 Scanners @ 745.00 .................. 1490.00 Inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1100. 00 Printer................................ 400.00 $8690.00 Plus Tax............................... 521. 40 Total ................................... $9211.40 *Conversion of Records ................. $6000.00 Plus Tax .......... ..................... 360.00 Total ..,. ............................... $6360. 00 * 12,000 volumes multiplied times$ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations ................. $51,808.00 ESTIMATE PRE TAX GRAND TOTAL-PHASE IV ... $67,379.00 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _.: .:..Ri
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..ch--e_r--'s_s_a_la_r. .y...,._ _) ___ RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) ----'---'--------...::...:...----- Submitted by h-0/u r.'--f L ~.,,._,,-. ------------------- Superintendent 42 LITTLE ROCK SCHOOL DISTRICT RIGHTSELL ELEMENTARY SCHOOL 911 West 19 ..... Street Phone 324-2430 Little Rock, Arkansas 72206 RIGHTSELL INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been taught during extended day and during the Saturday program. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. Currently Spanish is taught by the auxiliary teacher during the regular school day. Grades 2 - 6 received thirty minutes of instruction once a week. The Saludos and Amigos program was used for instruction. Spanish is also offered during extended day. In addition, the Little Rock School District has hired one Spanish teacher to work with first grade students in the incentive schools. This teacher comes to Rightsell on Tuesdays and Thursdays and works with each first grade class (2) thirty minutes session per week. Fridays are left open for make-up sessions, for work with teachers/programs and to work with other grade levels. A consultant, Dr. Armstrong, from UALR is assisting in program implementation. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish program for grades 1 - 6. C. ANALYSIS OF ALTERNATIVES 1. The staffing committee met to assess whether we need a full time Spanish teacher. Representative from Joshua Inventors (Delois Sykes), LRSD Representative (Dr. Randy Glenn), Parent (Robert Cook), Classroom Representatives from primary, intermediate, (Rosalyn Zeigler), (Jackie Kesler), School Specialist (Phyllis Lamb), School Administrator (Sharon Davis). 2. Identification of Alternatives: 1. Do nothing leave Spanish instruction to extended day and to the auxiliary teacher who does not have foreign language certification. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Hire half-time Spanish teacher that will be able to adequately implement a Spanish program that will benefit all students at Rightsell. 5. Offer Spanish to only one or two grade levels during the regular school day. 6. Hire full-time Spanish instructor which would ,require additional salary. RECOMMENDATIONS This committee recommends a part-time certified Spanish teacher with training or experience working with elementary students. RATIONALE FOR THIS DECISION 1. Half-time teacher will provide adequate instruction and exposure to language and culture without spreading the regular curriculum too thin. 2. Foreign Language program as outlined in the incentive portion of the Desegregation plan can be implemented effectively with a halftime teacher considering the size of Rightsell's population. 3. Other instructional methods can be employed to strengthen a foreign language program without taking more time from the regular curriculum. Some instructional methods identified were: Learning centers Integrating Spanish instruction in Music Class, P. E. Class and in Social Studies Classes Spanish Software 44 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITILE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCH 00L AND/0 R PROGRAM MANA G ER_ __:_:.R ,. :..
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Submitted by __ 11_- ____,, _,. _ ,_ _.-<_. _<- _/\..,_..._ _ Superintendent HPW /ll:sf.IT ARPT.BC .. ' 45 BUSINESS CASE RIGHTSELL INCENTIVE SCBOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Ipcentive School identified a theme of Career Awareness and Mass Media Technology. The career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. A. BACKGROUND Parents, teachers, administrators and community volunteers selected the "Career Awareness and Mass Media Technology Awareness" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. The building level theme development team reviewed the four core areas of the Little Rock School District curriculum and decided that Language Arts and Social Studies were areas that would support both the Career Awareness and Mass Media Technology. The following activities have been developed to implement the Career 'Awareness Component of the theme as follows: * Learner Outcomes for the Career Awareness Theme component were developed. * career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Secondary-Level Applied Academics Program or occupational/Technical Specialty Area. our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. The Rightsell Career Awareness curriculum offers a sequential program of study for all students. Our thrust is to eliminate the need for low-level unconnected academic and vocational courses. * social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in areas such as responsibility, problem solving, goal setting, and decision making. The .-, .- 4 G I. \.,' * * * counselor, classroom teachers, specialist, and resource speakers teach the skills 6n a daily basis and reinforce them continually throughout the year. Industry Site Visits, field trips, Industry Adoption Programs, and Youth leadership organizations/clubs were implemented. Equipment and related programs to support the Mass Media Technology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom Program-Storer Cable, Extended Day Newspaper-Using Aldus Pagemaker and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentor interviews to empower students to become active participants in their academic _planning and career preparation process. Advanced Mass Media Technology is the future, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently have 3 laptop computers. They are in constant use through the library /media loan program to classes, the Extended Day Class loan program and a 3-day Parent Loan Program. We must offer inner city school children the opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of growing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts curriculum. Specific components of the theme will: * Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the "real world." * Teach how technology enhances the communication process between people, businesses, and countries
and teach how "messages" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology. Student and teacher transmissions can play automatically or be controlled by the teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. ........ 47 * Challenge students to explore communication possibilities that extend beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. * Introduce students to career opportunities related to Mass Media Communication. Learner Outcome for the Mass Media Technology Program The Learner outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They ar,e: Ability to communicate effectively using appropriate standards of grammar. Using the writing process to convey thoughts/ideas/information. Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. Exhibiting a better understanding of self, others, and the world around them through positive listening, speaking, reading and writing. Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFINITION In order to fully implement Rightsell' s theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of literacy through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48 To fully implement the Mass Media Technology Theme within the district's budgetary constraints, a five-phase process is recommended. Phase 1 Applied communication Technology Basic Skills Program Enhanc-ent Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities enhance the Mass Media Technology Theme will be developed. An interactive learning environment that promotes reading, writing and learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the Primary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 - 6 will use the existing computer lab to assist in developing student proficiency in language, communication and selfdirected research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Phase 2 Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction tn _realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding) teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of "around the world" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. computer stations in the Pourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49 curriculum. Building on the foundation skills established at the primary grades, software at this level will be an updated version of the math and reading software presently in use. The new software will also allow for increased connections between areas of the curriculum, supporting the district's emphasis on thematic units and the holistic approach to teaching~ The updated software has enhanced assessment capabilities that will allow for individualized lesson plans based on student deficiencies. Phase 3 Computer Stations in Xindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and kindergarten classroom. At the fifth grade level students will use updated reading/math software with the capability of making curriculum connections. Kindergarten students will use integrated language arts software in the classroom. Emerging literacy skills will be developed in a literature-based, thematic approach that will help build a strong foundation in critical language skills. Phase 4 Computer stations in Sixth Grade and Pre-x Classrooms Five computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) classroom. With this phase of implementation all students will utilize technology within the classroom setting. Software for sixth grade is an extension of the reading/math software in place for fourth and fifth grade. Thematic units will continue to be emphasized. Software for four-year-old will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning or ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. Many of our students come to us deficient in language readiness skills. students in early childhood programs must be immersed in literacy experiences. In order to meet the first national educational goal set by the President and 50 governors in 1990: "By the year 2000 all children shall start school ready to learn." 50 The potential for literacy exists within each child and given the right environment literacy is not just possible it is inevitable. Technology provides a vehicle that will motivate, captivate and engage the pre-school child. Phases career Deaonstration Lal> Teacher Resource Lab/Interactive Media Design and Development Center. Telecommunications Product Training/Production center Parent Training/Conference Center Due to the budgetary constraints of the LRSD, Rightsell School will take on the responsibility for implementing Phase 5. We will work to finance this Career Demonstration Lab through grant writing, corporate sponsorships and public donations. The lab will include student work stations that allow hands-on career experiences. A computer scanner retail center will be established to control inventory, sales and profits in the Rightsell Roadrunner Student Store. A simulated Hair care Center will be installed with monthly demonstrations from members of the Arkansas Board of Cosmetology, Arkansas Beauticians Association, local Barber and Beauty Colleges and Hair Care Product Industry Professionals,etc .... The Career Demonstration Lab will also house a Computer Based Interactive Training Lab for parents and teachers. The Lab will provide a state-of-the art computer lab featuring integrated multimedia, video, and presentation hardware as well as classroom furnishing designed specifically for high-tech instructional labs. The Computer Based Interactive Training Lab will allow parents, teachers and students to step into a classroom that bring remote lecturers, university libraries, as well as math and science networks to their desktops. This allows MultiMedia Communications /Telecommunications, Distance Learning, VideoTeleconferencing and a Computer Command Center that puts every computer, mouse and mo~i~or in the instructors control In Phase Five we also recommend that the Computer Lab Attendant position be eliminated. With the inservice training that will be provided for the teaching staff and the instructional aides over the course of four years, there will not be a need for a computer lab attendant. In addition to the regular training, two instructional aides will receive all of the training provided for the district computer lab attendants as a back up. Our Theme specialist, who also has a technology background will provide technical assistance. The elimination of this part-time position will save approximately $7,346.60 yearly including salary and fringe benefits. 51 I I I I I C. ANALYSIS OF ALTERNATIVES several alternatives were considered in planning for theme implementation at Rightsell. One alternative is to provide a television production studio by adding equipment to a closedcircuit television system already in place. However, television production skills must be built on the foundation of sound reading, writing, and oral communication skills. These skills should be thoroughly devel9ped first, before students move into the production phase. Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills. The existing lab is five years old and slow by current standards. It will not support the state-of-the-art software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing program is designed to remediate and reinforce specific reading skills rather than immerse beginning readers in the interrelated elements of listening, speaking, reading and -writing. A third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides: * Five computers in each classroom and software for grades 1-3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD' s Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills, including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52 I I I Evaluation criteria student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts CUrriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 - Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP's) will be developed based on Language Arts needs of individual students. Each student will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios. will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching uni ts and concepts will be measured. Using the number of thematic uni ts taught in grades 1-3 in 1993-94 .school as a baseline. Increased teacher use of technology to enhance instructional effectiveness in integrating the core curriculum will be measured. CUrrent use of the computer lab, teacher inservice related to technology will serve as a baseline. Also an instrument will be in place in the fall to measure teacher attitude toward the use of Technology in the Classroom. The fall of 1994 results will serve as a baseline. Increased student interest and attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline. F. IMPACT ANALYSIS Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the developmental stages in understanding language. A strong foundation in literacy skills at the primary level is essential. 53 Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the curriculum, Oral Expressions Across the curriculum and Instructional Technology) and the purpose of incentive schools. court order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. The 1992-93 Incentive Schools Monitoring Report st~tes that: "On May 1, 1992, the Court ordered the LRSD. to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required. " At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that are required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, an alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year, the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 54 G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement Phase I of Rightsell' s Mass Media Technology Theme. All costs are estimates and are subject to ~hange. 55 Cabling Wiring Phase 1 $3,000.00 $3,000.00 Phase 2 $1,000.00 $1,000.00 5G Phase 3 $2,000.00 $2,000.00 Phase 4 $1,000.00 $1,000.00 Glossary of Terms Distance Learning - Distance Learning increases instructional effectiveness through the use of interactive two way television with active response. Students can receive standard curriculum and special courses with the individual attention that distance learning can provide. Teachers and staff members can actively participate in product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and lowcost telecommunications network that helps teachers and students participate in a wide variety of learning experiences and exchange information freely and simply. FrEDMail motivates student to become better learners, readers, and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. XlffERHET - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people. Access to libraries around the world and forums for discussions about a variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though ,the focus of the unit is developing the ability to read and write. ' 57 ADDENDUM TO PHASE I RIGRTSELL INCENT:rvE SCHOOL Business Case We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PHASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that many of the cuts are being placed in later phases. Reduce Printers to two Reduce Teacher First Stations to one Reduce Software to $1,600.00 $6,000.00 $53,732.00 Phase I OPTION #2 Pre-tax total Saving Approximately $1.25,732.00 $25,846.00 Same as above except eliminate final Teacher First Station Phase I Pre-tax total Saving Approximately .. '.. 58 $115,943.00 $35,635.00 I I SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _..
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E=. __________ _ PROGRAM STATUS: 0 Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: 13 Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: Yes No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) .,,1, ,- /-/'-/ . ..... r ~ . 1 1 ) ,1 / . Submitted by " I/ .,, -- Superintendent HPW/lks/STARPT.BC 59 EXECUTIVE SUMMARY BUSINESS CASE FOREIGN LANGUAGE PROGRAM (SPANISH TEACHER) MITCHELL ELEMENTARY SCHOOL The Little Rock School District (LRSD) is committed to a quality educational program which provides equity for all students. Within this framework, the district seeks to create challenging school and classroom environments that foster academic achievement and develop each student to his/her maximum potential. The district demonstrates it's commitment by setting high expectations for student achievement, seeking brood-based community support, and providing necessary resources to achieve identified goals. Foreign language, as identified in the LRSD desegregation plan (page 156), is one method of helping children reach .their maximum potential. Adding Spanish to the Mitchell school curriculum will help equitably meet the needs of students as well as implement the desegregation plan. Consequently the Staffing Committee of Mitchell Elementary School proposes to hire a Spanish teacher and offer spanish to all students who are enrolled. BACKGROUND In 1989 the Little Rock School District designated seven ( 7) schools to provide an incentive school program. The purpose of the incentive school program was to promote and ensure academic excellence in schools that were difiicult to desegregate. The programs in these incentive schools were to serve as models of excellence for the county, state, and nation. The incentive school program was designed by a committee made up of administrators, teachers, community representatives and parents. Within the program, activities were designed to meet the cognitive, social, and emotional, interest needs of students. Foreign language (spanish) was one of the activities identif~ed as being important to the success of that program. Spanish was offered at Mitchell during the 1992-93 school year and during the first semester of the 1993-94 school year as an extended day activity. Spanish is being offered presently to all first graders at Mitchell. It is scheduled into the regular day. Spanish is offered to students in grades two through six as an extended day activity. PROBLEM DEFINITION Foreign Language, as defined in the incentive school program, is an important tool for implementing the LRSD desegregation plan. To date that part has not been fully implemented. As we look at the future of our students functioning in a global marketplace, it is clear that they will need to be able to use more than one language . .... \. GO Coupled with the facts that students .who take a second language at the elementary level have less difficulty with that language in high school and that colleges are now requiring a second language for graduation in selected fields, the staffing committee felt it important to implement the foreign language curriculum at Mitchell. ANALYSIS OF ALTERNATIVES The foreign language component of the Little Rock School District Desegregation Plan is not being successfully implemented with the present way it is being offered. Even though spanish is being offered to all first graders during the regular day an~ to other students during extended day, all students don't have access to spanish. We propose to hire one full-time spanish teacher to implement the foreign language program at Mitchell. RECOMMENDATIONS It is recommended that the district hire one full -time spanish teacher to implement the foreign language program at Mitchell Elementary School. The rational for the recommendation is that: . The LRSD Desegregation plan calls for a foreign language program at incentive schools . . Students who study a second language at the elementary level have less difficulty with that language when taking it as a course in high school . . Colleges are now requiring more Majors to take a second language as a graduation requirement: OBJECTIVE The Objective of this recommendation is to implement the incentive school academic program and the LRSD desegregation plan by offering spanish to all students at Mitchell Elementary School. IMPACT ANALYSIS ' The implementation of a foreign language program at Mitchell will assist the LRSD in providing an equitable education for the students in the following ways. 1. Students who attend Mitchell will be more likely to select and be successful in a Spanish Course in high school. 2. Students will be more knowledgeable of another culture because of their language experiences. 3. Students who continue with spanish in high school will have the advantage of being able to communicate more effectively with another culture. 61 4. Students who continue on to college will be more successful in required foreign language college courses. RESOURCE ANALYSIS To implement the foreign language program at Mitchell the LRSD will need to employ one full-time spanish teacher. The cost for that individual will be at the first level on the salary schedule plus fringe benefits. Cost for materials is estimated to be $500 per year. . ., 62 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER --Ga-rlan-d I-nce-nti-ve -Sch-ool -- -Rob-ert- Bro-wn - BUSINESS CASE __S_ ,_pa_n_is_h_T_e_ac_he_r_-_.5_F_.T_.E_ ____________ PROGRAM STATUS: [J} Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) 1 ~ - ' Submitted by J_ )_ j ,1_/\_) _-/ f.lJ .1/_ _, _ _,, __- ----=-'-----J __ _ Superintendent HPW ni:sr.rr ARPI'.BC 63 I I I I I I I ' I 'I I I I I I I BUSINESS CASE SPANISH TEACHER GARLAND INCENTIVE SCHOOL Multimedia Technology and Educational Research EXECUTIVE SUMMARY The Little Rock School District has made an effort to comply with the language written in the 1989 Desegregation Plan as it relates to Spanish. In the past, the AETN Saludos and Amigos video cassette lessons were placed in the schools for the purpose of providing Spanish instruction. The Office of Desegregation Monitoring Team concluded that the above process was ineffective. This team recommended a full time Spanish teacher for each school. Some schools have included Spanish during the Extended Day period. Others have utilized the certified auxiliary teacher to implement programs in their buildings. Other alternatives can be considered through the use of technr
,logy and foreign language networks. The staffing committee's needs assessment concluded that a full time teacher was not needed. At best, a part time teacher would help but we believe an effective Spanish program can be provided through technology and a designated facilitator. I. BACKGROUND A. HISTORY From 1991-93 Spanish was offered at Garland School during the Extended Day Program. Students were allowed to sign up through a school wide survey. During the first year, three students received Spanish instruction from a fluent Spanish speaking teacher . Last school year, there was increased interest as demonstrated by the enrollment of nine students in the Spanish program. Additionally, significant interest was shown towards Spanish culture by classroom teachers and students. Fiesta, Three Kings Day, and Mayan Celebrations culminated our school's end of the year cultural festivities. B. CURRENT SITUATION The auxiliary teacher uses the Saludos and Amigos video tapes as a tool in the delivery of Spanish instruction. Viva Espanol, picture cards identifying words and names are utilized through a kinesthetic approach. First Start in Spanish contains 120 full color language development cards designed specifically for beginning Spanish as a second language and bilingual students. Conversational Spanish .. -. .. 64 Basic skills instruction would decrease Student needs at present require more focus on the basics Garland's Hispanic communities' input would be minimized Auxiliary teacher's contribution to instructional program decrease 2) Do not hire a Spanish teacher Pros- Auxiliary teacher maintains and strengthens current Spanish program Spanish CD ROM technology implemented with assistance from trained facilitators through multimedia technology Distance Learning Elementary Spanish program could be infused into multimedia theme implementation Exposure to Networking opportunities would increase staff's knowledge and ability to access information Student exposure to various information systems would increase critical thinking and problem solving experiences Minimal impact on budget for purchase of Networking rights School could serve as a repository for elementary foreign language learning outcomes impact and cataloging of technology materials Development of human potential in management of classroom logistics, cooperative planning, teaming, and performance evaluation Feedback and correction opportunities through on-air interaction provides unique learning experience Designated student access provided to instructional staff during class through a toll-free telephone number Decreased teacher work load in lesson planning Lesson planning provided by video staff Learning module provided with strategies planned to meet the six major desired learning outcomes Language capabilities can be extended to include French, Japanese, Latin and other languages Exploration of other language possibilities explored through satellite networking Uniqueness of school's theme significantly enhanced Enrichment available during Extended Day at no additional cost Teachers can use recorded lessons for self improvement Teachers can access on-line Spanish lessons for personal growth Cons- Deleted position impacts opportunity for certified person to pursue career interest Availability of interpreter for conferences diminished IV. RECOMMENDATION The staffing committee believes that the teaching of Spanish is important at Garland School. Spanish language emphasis has had a positive impact on the interpersonal relations between .the students. Hispanic students are able to provide expert assistance to students in the classroom on correct enunciation of words. The exchange in cultural studies has developed a mutual respect 'for diverse concepts and norms. The committee believes we can achieve better results through the various multimedia components at a reduced cost to the District. Therefore the staffing committee recommends that the District seek relief from the recommendation by ODM until the staff has had sufficient time to develop, implement, and evaluate it's projected foreign language through te.ohnology module. If the District chooses to implement the Court's recommendation, a half-time Spanish teacher would be sufficient to meet the objectives of the plan. materials are used in a ditto format to enhance reading and interpretation of the Spanish language. A Spanish Heritage Club was formed during the first semester with 10 students. During the second semester, only one student signed up and the offering was terminated. Spanish speaking students' common phraseology is incorporated into the learning environment on a regular basis. The Geo Safari "Learning Spanish" through technology is used from Pre-K - 6th grade. Spanish courses from McCllelan Community High School have been completed by the auxiliary teacher with a certificate on file. The presence of twenty four Hispanic students and the high level of parental involvement from the Hispanic community makes the language a natural curricula infusion into the learning environment. II. PROBLEM DEFINITION Problem Statement - The recommendation supported by the Court strongly encourages the Little Rock School District to hire certified Spanish teachers for all incentive schools. The staff at Garland School, in response to a needs assessment, supported the present method of Spanish instruction as the most pref erred means of meeting the goals of the Desegregation Plan. The implementation of the school's multimedia technology theme (Foreign Language Lab) will include interactive Spanish CD ROM technology and Distance Learning Technology for Elementary Schools through TI-IN and Black College Satellite Education Networks. The implementation of these instructional options will enhance the District's ability to allocate resources more efficiently. ill. ANALYSIS OF ALTERNATIVES 1) Hire a Spam.sh Teacher Pros- Children will learn a foreign language Children will be better prepared to compete in the future , Tolerance will be developed by learning a different culture The quality of one's education will be improved by learning Spanish A Spanish teacher could prove advantageous in conferences with Spanish speaking parents Cons- Inadequate facilities for a Spanish classroom Increased burden on the District's financial resources Increased administrative responsibility in monitoring and evaluation process Increased conflict with scheduling and State Standards 67 Tl. ~ 1~1:.11 ORK Free Equipment Use! If your school already has a television set and a VCR, free use of this equipmentpackage will provide all of the additional I equipment you will need to receive TI-IN's classes. 1.2 meter satellite receiving antenna Non-penetrating roof mount that uses ballast principle. This tray mount contains eight concrete blocks to provide stabalizing ballast for the antenna and distributes a load of less than 1 0PSF. Installation is engineered to withstand a minimum of 90 mph winds Primary hook-up within 150' of the antenna location Two additional standard hook-ups (within 100' of the primary hook-up/ same building) Integrated Receiver/Decoder (IRD) Service Representatives available for any equipment-related problems Complete training on system use See your TI-IN Educational Consultant for complete details! PO Box 6229 San Antonio, TX 78209 800-999-8446 ., ! SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER. _ ___:G..:.a r--1-=-an:.:..:d_ _I ..:.n..:..:ce..:.nt.:...i..:.ve.:......:..Sc--h_ o_o --1_-_Ro_b_er_t_B_ro_w_n BUSINESS CASE __ __
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__ ______ PROGRAM STATUS: w Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: Yes No REQUESTED LEVEL OF FUNDING __$_ 1s_o..
_,2_1_0._2_8- ---------- ' RECOMMENDED LEVEL OF FUNDING- -$ -75,0-00 -(ma-xim-um) --------- Jl"D) i 1L : r," Submitted by ___L_ , _,_ \.__,{__ L_ "-_.,,.- _~
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...., ___ Superintendent HPW/11:s/ST ARPT.BC 69 BUSINESS CASE GARLAND INCENTIVE SCHOOL MVLTIMEDIA TECHNOLOGY THEME PHASE II EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-tenn desegregation plan. Each incentive school, was required to develop and'implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides_ quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated $150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for ph~e I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. A. BACKGROUND Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills
however, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Leaming (TQL) team worked after the regular school year to provide the basis for the program. 70 The Multimedia Technology and Educational Research Program is designed to enhance the current Little Rock School District (LRSD) curriculum. Technology will be infused into each classroom to enhance the teachers' instructional methods. The Library/Media Center will become a bub of information for the school providing technologically advanced resources providing exceptional research capabilities to include "Your Educational Services" (YES) satellite link network. Each grade level will focus on a technology theme to assist the teacher in technology infusion. This will include themes for Community Based Instruction (CBI) students as well as Gifted and Talented (GT). Pre-Kindergarten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, v.'T'iting, listening and speaking curriculum. It will allow teachers flexibility to incorporate music, math, art and science activities. It will also allow teachers to assess students using portfolio assessment tools. The technology will use a multimedia platform to generate excitement, encourage discovery, and meet the unique needs of every student. Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technology and learning. It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputing technology which will allow them to communicate around the world, through educational computer bulletin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Maine and even foreign countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and fourth grades to produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook. Sixth Grade students will focus on Exploring the World through Technology. Their program will. ~ncompass the world using technology and previously learned skills. Included in this program will be the use of video cameras, video players and mixers, laser discs, CD-ROMs, and extended field trips. CBI students will experience technology through the use of computers and photography. Cameras will be made available to the students for them to take pictures of their activities. These pictures will then be used to develop both regular and computer scrapbooks for the students and the school. Each teacher will use their theme to infuse technology into the LRSD curriculum. Realizing technology represents a totally new concept in the way teachers teach, it should 2 71 be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moVlng in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the districr's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and trainin~ necessary tQ provide access to multimedia technology. This phase will include in~t ~1ation of three computers in each 1st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and ar. - .:iditional five station lab for 2n!i through 6th grades with AppleTalk . Phase Il will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine lnterdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and 5th grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive
therefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. 72 C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I apd the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is reconunended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost. Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades. Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 73 4 Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the student~ which will encourage and motivate students to learn and master the curriculum. Evaluation Criteria Monitoring of student progress through technology and Portfolio Assessment. Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. Increased use of Cooperative learning and Thematic teaching concepts Increased student interest in multimedia technology and learning Increased parental involvement due to increased student interest Timely, detailed reports for conferences, administration, Board of Directors, and the Office of Desegregation and Monitoring. Ach
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.

<dcterms_creator>Little Rock School District</dcterms_creator>